1. General Conference of Seventh-day Adventists ® ARE 04 Developing Sabbath School Action Units

2. Description The adult Sabbath School is an excellent setting for developing a program of outreach and nurture involving group dynamics. ©Neuber Oliveira/Churchphoto.de

3. Description (cont.) This seminar will explore the purpose of the adult Sabbath School, provide an overview of small group principles, explore methods to revitalize Sabbath School which serves as instruments of fellowship and membership retention and provides training to mobilize members in outreach activities, and make Sabbath School lessons the highlight of daily spiritual life.

6. Basic reasons for leaving the church Lack of warm fellowship and support from fellow members. Church services do not meet their felt needs in coping with complexities of daily life.

7. Sabbath School problems There is a decline in Sabbath School attendance in many places. It was discovered that nearly 20% of those who have been Adventists from four to ten years never study their Sabbath School lesson.

8. Sabbath School problems (cont.) The comparison between church enrollment and Sabbath school attendance shows a large number of missing members. The majority of Sabbath School teachers have never had any training.

9. Growth - 2002 Growth rate = 4.65% One Adventist for every 482 persons in the world. Growth rate = 4.65% One Adventist for every 482 persons in the world. Accessions 980,920 – Per day2,685.61 – Per hour111.90 – Per minute1.87 New church organized every 3.63 hours ©Matthias Mueller/Churchphoto.de

10. Two phases Discipleship Phase Conversion Phase

11. The conversion process

12. Now what? The discipleship process continues...

13. Why do people drop out? Call of the world Lack of fellowship Personality clashes Force of habit and lifestyle issues

14. Problem 1 - The call of the world Friends, relatives, former lifestyle habits, examples of inconsistency in church members Sabbath problems at work

15. Problem 2 - Lack of fellowship

16. Problem 3 - Personality clashes with people in the church

17. “Old guard” “gatekeeper” traditionalists who do not really want new members in the church because it disturbs the power structure. Church members who “lock out” new members and don’t even realize they are doing it. Problem 3 - Personality clashes with people in the church (cont.)

18. They unconsciously want to “protect” their “church home” from “outside” influences, and they see this as a perfectly legitimate attitude in line with Christian “standards.” Intolerant church members who insist that new members must immediately meet their personal standards. Problem 3 - Personality clashes with people in the church (cont.)

19. Church members’ impatience with new members’ unfamiliarity with Adventist church practices. Unfortunate use of Adventist “vocabulary” and lack of common sense in dealing with new members. Problem 3 - Personality clashes with people in the church (cont.)

20. Inability of the new member to find a social “home” in the church. “Locked out” new members is one of the most common reasons why people leave. Problem 3 - Personality clashes with people in the church (cont.)

21. People's lifestyle cause them to form habits that keep them from church. Tired, too much to do, etc. If someone is absent three Sabbaths in a row, and no one knows where they are, it is a sign that something is wrong! Problem 4- Force of habit

22. What new members don’t understand New members come from many different backgrounds and usually do not understand many Adventist ways of doing things.

23. Assimilating and retaining new members in the Church

24. What can Sabbath School do?

25. “Our Sabbath schools are not what the Lord would have them to be, for there is altogether too much dependence placed upon form and machinery, while the life-giving power of God is not manifested for the conversion of souls, for whom Christ died. This order of things must be changed if our Sabbath schools meet the purpose for which they exist.” —Counsels to Teachers, p. 41

26. “How sad it is to think of the great amount of mechanical work that is done in the Sabbath school, while there is little evidence that there is moral transformation in the souls of those who teach and who are taught!” —Counsels on Sabbath School Work, p. 66

27. “There is much to be done in the Sabbath School work also, in bringing the people to realize their obligation and to act their part. God calls them to work for Him, and the ministers should guide them in their effort.” —5 Testimonies, p. 256

28. Sabbath School objectives Spiritual nurture (Bible study) Fellowship Communit y outreach World missions

29. From 20-100 in six weeks: Portland Oregon Fifty families returned: Holland, Michigan Sixty brought back 31: Owasso, Michigan A transformed church: Iona, Michigan and Saginaw, Michigan Four non-Adventists came to Paradise Valley, Arizona Blessings of Sabbath School action units

30. Back to Church after 30 years: Grand Rapids, Michigan A 15%-90% increase in daily lesson study in two months, Owasso, Michigan. Woman discovered her spiritual gift, Baltimore First. Blessings of Sabbath School action units (cont.)

31. Seoul, Korea

32. Advantages of Sabbath School action units Basic divine imperatives for a finished work. The potential: small group Sabbath School classes can provide adherence to the above imperatives.

33. Basic divine imperatives for a finished work The church must realize its obligation to carry the gospel of present truth to every creature (CS 111). The work will never be finished until the membership unites in the work (GW 352). Every church should be a training school for Christian workers (MH 149).

34. Basic divine imperatives for a finished work (cont.) The greatest help that can be given our people is to teach them to work for God, and to depend on Him, not on the minister (7T, p. 19). The Sabbath School should be one of the greatest instrumentalities and the most effectual in bringing souls to Christ (CSSW, p. 10). “One who cannot err” has advised the formation of small groups “as a basis of Christian effort” (7T, p. 21, 22).

35. The formation of small groups “The formation of small companies as a basis of Christian effort is a plan that has been presented before me by One who cannot err. If there is a large number in the church, let the members be formed into small companies, to work not only for the church members but for unbelievers also.” —Evangelism, p. 115

36. Sabbath School Action Unit potential Provide an excellent “training school.” Turn spectators into participants. Prepare members for effective outreach. Enable members to win and retain backsliders. Assist members to reach their own goals.

37. Sabbath School Action Unit potential (cont.) Contribute to a finished work through focused, coordinated effort. Provide assistance to most church projects and activities.

38. Sabbath School Action Unit plan Classes of six to eight Outreach leaders - care coordinator Outreach plan Class time - one hour Time for missing class members Time for outreach Lesson discussion application

39. Sabbath School Action Unit plan (cont.) Monthly corporate sharing Monthly home fellowship/ evaluation Weekly, then monthly leader consultation

40. Class needs

41. Why small classes? 1. 2. 3. 4. 5. 6. 7.

42. Visitors to the church

43. Sabbath School Action Units Care Coordinator Group Discussion Leader Social system Care Coordinator Group Discussion Leader Social system

44. “Triangle of learning” A child remembers: 10% of what he reads 20% of what he hears 30% of what he sees 50% of what he hears & sees 70% of what he says 90% of what he says & does Based on research by the University of Texas 20% 30% 50% 70% 90% 10%

45. Class operation Discussion Group Leaders (5 minutes) – cares for missing class members. Care Coordinator (20 minutes) a. Calls for experiences related to class plan. b. Trains from shared experiences. c. Assigns visits. d. Promotes the class plan. e. Conducts prayer session.

46. Discussion Group Leader – a choir director, not a soloist (35 minutes) Reviews the high points of the lesson 1.Asks 3 or 4 questions. 2.Secures full participation. 3.Applies lesson to life this week.

47. The principles of CLAIM Connect Learn Apply Integrate Master

48. The principles of CLAIM C onnect: Why should I study this subject? L earn: What are the Bible facts? A pply: How does this topic relate to current events? I ntegrate: How will I share this information with others? M aster: By answering these questions, I master the skill of telling my “story” and giving an answer for the hope that is within me (1 Pet. 3:15) as I claim responsibility for my own learning.

50. Who? Decide on the number of classes needed by dividing current Sabbath School adult attendance by seven. Review briefly the Care Coordinator and Discussion Group Leader qualifications needed. Have the group select the best possible.

51. Where? The ideal is folding chairs in circles. It is also fine to use ordinary pews.

52. Prepare a list for each class with Discussion and Care Coordinator and four-to-six blanks under their names. Superintendent, Secretary, Personal Ministries Leader, and Pastor assign members into balanced “family” groups. Forming classes in specific territories is excellent. How?

53. When? Superintendent, Personal Ministries Leader, and Pastor should, over a one-to three-week period, explain the plan and its benefits to the adult Sabbath School. Provision can be made for a regular class for any who are totally opposed to this approach.

54. Task of discussion group leaders Study broadly Select focus Prepare a brief introduction Write 3 - 4 application discussion questions Give an overview of the major points Encourage participation and assist in making definite personal application

55. Task of discussion group leaders (cont.) Summarize - express appreciation for participation Pray for help to meet the application objective for the week

56. Good questions: The Meaning: What does this text mean to you? Learning from Experience: Share an experience where this text was fulfilled or was significant in your life. Application to Life: Think of what might possibly happen to you this week. How can you apply this text to your life this week? How can you use this text in reaching out and sharing with someone this week?

57. The Care Coordinator should be: A tactful, enthusiastic, persevering, and loving, concerned, active member with a burden for souls and developing a band of well- trained soul winners.

58. Class planning session Care Coordinator’s Preparation: Claim the Holy Spirit’s infilling and wisdom Discover the outreach plans of the church Know the Personal Ministries leader’s objectives Determine what activities have worked best in the past to increase quality membership

59. Class planning session (cont.) Care Coordinator’s Preparation: Dream big List appropriate quality activities Make a potential plan

62. Class planning session Pray earnestly Elect a secretary to assist and record plans Share inspiring experiences of other action unit classes Challenge each member with a vision to dream big Pray two-by-two for cleansing

63. Class planning session (cont.) Explain the church focus and plan and the Personal Ministries leader’s objectives Ask what has worked best in the past toward the finishing of God’s work Call for and value as important each member’s opinions and comments Write down all suggestions

64. Class planning session (cont.) Select together a few workable ideas or plans Do strategic planning

65. Seven key elements of success Class planning session Care for missing class members Care coordinator time: to share experiences and to train, pray, promote, and assign visits Application of lesson

66. Seven key elements of success (cont.) Leader consultation/evaluation Corporate Sharing Home Fellowship/Evaluation

67. The key of discipleship Small GroupsSabbath School Action Units ©Neuber Oliveira/Churchphoto.de

68. International Institute of Christian Ministries ©2012 General Conference of Seventh-day Adventists ® Sabbath School Action Units